A Study Of The Effects Of Assessment For Learning On Improving Students' English Learning Proficiency In Senior High Schools

On the basis of the English Curriculum Criteria, English course in basic educational stage should combine the formative assessment with summative assessment, making students adjust their own learning process effectively, strengthen confidence and form good learning habits to lay solid foundation for their life-long learning and development. This demands connecting the evaluation system with the improvement of students'learning ability closely.While assessment for learning developed from formative assessment, it connects assessment with teaching closely and pay attention to the whole learning process of students, and promotes students'deeper learning through effective teaching to improve students' learning ability ultimately. It's one of the effective ways to promote English teaching quality and promote the development of students'healthy learning. It fits the evaluation idea that advocated in our current basic education curriculum. Thus, this article does some beneficial study in the teaching practice to find out whether the students'English learning proficiency can be improved through the assessment for learning.The article first reviews the definition of assessment based on constructivism, cooperative learning theory, cognition theory, which was interpreted by the domestic and foreign scholars, and then its characteristics, research status, and the differences between formative assessments, and then discusses the necessity to implement assessment for learning in high school English teaching.This study takes two normal classes as the target, one class is the experimental group, and the other one is taken as control group. These two classes are with no significant difference in English on the overall level. In the experimental group, a new student-oriented learning assessment model was used. A test was given to both of the classes before and after the experiment, and a questionnaire was also provided as soon as the experiment ends. The analysis from this three months'experiment shows that the students in the experimental class are better able to be stimulated interest in English learning and make greater success in English learning than those in the control class.